Pupil Premium Strategy – 2018-19
Pupil Premium is the money the government puts into school budgets to help disadvantaged pupils do as well as other pupils. It is calculated upon the number of pupils who are, or have been, eligible for and claiming Free School Meals.
For every pupil who has ever had Free School Meals whilst at school, the school is paid £1,320. If that child is a ‘looked-after’ child, the amount rises to £1,900.
This funding depends on those families who are eligible for free school meals, claiming the meals to which they are entitled.
What do we get and how do we spend it?
This year, 2018-19, we have an allocation of £98,604. This has dropped considerably on previous years due to pupil numbers falling and less parents claiming free school meals, particularly in Key Stage 1 where dinners are free anyway.
We do not believe, as a school, that we should be segregating pupils on the basis of their free school meal status, so our funding goes to helping the free school meals pupils and also all other pupils.
This year we are spending our funding according to this document:
- We are spending £40,434 on teaching assistants who currently work in Early Years supporting Nursery and Reception class children; Key Stage 1 across all 3 of the classes and with classes and groups in Key Stage 2. They work with small groups and individual pupils to help them with what they need to learn in class. These assistants help the children to read fluently and answer any questions the children have that might be affecting how well they learn what is planned for them.
- We are spending £16,000 on releasing our Deputy Headteacher and Assistant Headteacher to carry out a variety of school improvement tasks. They work with staff to develop more effective teaching in their classrooms. They work with small groups of pupils on everything from their behaviour to looking at gaps in their learning that need to be taught again preparing for the SAT tests. They also work with families and individual parents on a wide range of issues that affect their children in school and attend TAF meetings, Family Intervention Team meetings, LAC reviews and Personal Education Plan reviews.
- We are spending £16,300 on releasing our Higher Level Teaching Assistants to help support vulnerable children across the school.
- We spend £3,000 on having a staff member run the Breakfast Club. This is a very effective club and is expanding this year. It is from 8.00 am every morning where children can have a breakfast and enjoy a variety of activities under the supervision of a member of staff.
- In order to make sure that we have the extra resources to make our development work effective in every class, we have £5,000 to spend on books, computers and software, initiatives like the library and making sure that every classroom has all of the equipment that our less able pupils might need to help them with reading, writing and maths.
- We need 6,500 to ensure we can buy in extra training for staff in well being initiatives and the like.
- We keep £4,500 to subsidise the cost of the Year 5 / Year 6 residential trip every year. Children on free school meals can access this funding to make it possible for them to participate in this trip. This ensures that everyone has the chance to enjoy this important social and educational experience. We also subsidise other educational visits for Free School Meals pupils and those in hardship.
- At the time of setting the budget (March 2018) we did not know what we would need to invest in to deliver our objectives in terms of our testing results and standards. We have allocated £8,000 which will be used to encourage reading initiatives across the school primarily but will also be used to motivate pupils in mathematics work and an amount will be given to each class to allow teachers to ensure there is excellence, expectation and challenge their classrooms. They can invite specialist guests to work with their children, take the class somewhere special that they might not have gone otherwise, or organise events with other teachers, all to get our pupils interested and learning.
How will we measure our success?
We now do weekly tests in each classroom to motivate the children and to assess improvements regularly. These results will tell us if our work with individuals and groups is improving their understanding and learning.
We have introduced several strategies from the Aspire programme, that develop the speed at which pupils can do their maths and spelling work. These strategies will improve every pupils’ ability to do maths and English work and obviously tests. We will continue to use the Aspire programme for school development, though we cannot afford to pay for the programme this year.
We will also be looking carefully at the results of national testing, to check that our pupils are doing as well as possible across the school.
The Senior Leadership Team in school will also be looking at pupils’ books and teacher’s approaches every 6 weeks to ensure that resources are being deployed effectively and that the required improvements are happening for the pupils who have received support.
When will we review this approach?
We constantly review our progress in every class of the school, meeting with teachers every half term to look at progress and problems and the results from the children’s work. This information goes toward a half-yearly review and changes if we think we need to make them.
Last Year’s Impact.
Our spending on staff development and teaching those pupils who need to catch-up in Key Stage 2 has resulted in improvements in teacher assessments for 3 years running. The pupils in the classes receiving the support improved markedly and almost reached their targets. The overall SAT result was negatively affected by pupils who came to this school with less than a key stage to improve enough to meet the standards of the tests and several other factors.
Where the Senior Leadership team worked with a teacher to improve learning, the assessments made across the year showed good progress and much improvement.
The Aspire programme started in January 2015 and did not begin the development of teaching and learning until this academic year. However, the effect on the staff and the pupils is being seen in the expression of the values of the school and the introduction of ‘Fast Maths’ and spelling developments. The staff are also taking part in new ways of working to improve teaching and learning and this is beginning to be seen in every classroom. Teaching assessments of pupils show that almost all classes progressed well last year.
Barriers to success?
We have a large contingent of pupils who do not always see school as being a positive experience and they do not always strive to achieve as much as they need to. They do not have developed academic aspirations.
We need to motivate these pupils to see learning as fun and something that is supported and that they enjoy. This requires learning to have a wider meaning for these pupils and be directed more by what they find interesting and want to find out about. This is being planned for and funded through Pupil Premium.
Our pupils don’t always have access to reading material outside of school and they need to be reading and writing as much as possible to practice and develop their skills.
The school lending library was set up to ensure that pupils could take reading material home. This material is also selected to ensure it grabs the interest of our pupils.
Our pupils don’t always come into school knowing how to behave towards each other or adults. We need to guide them to be better in these areas.
The pastoral work of the Deputy Headteacher is instrumental in achieving excellent behaviour across the school. This involves a lot of meetings to support families and parents as well as work with pupils in school. This is constantly being updated and upgraded to ensure success.
Our pupils need to feel supported by adults they like and trust if they are to address their weaknesses in their learning. They need to be able to learn in small groups, or occasionally individually, when they have problems in a subject area.
Our funding of the Assistant Headteacher, teaching assistants and intervention work across Key Stage 2 all contribute to pupils feeling supported and secure in their learning and in raising standards across the school.
Staffing has been more stable since 2016 but it will take a while to ensure that all pupils have the necessary skills and knowledge to progress well. Pupil numbers in the Early Years and Key Stage 1 are causing concern.
We are carefully targeting our available Pupil Premium funding to ensure that our free school meals pupils achieve as well or better than other pupils. This is reflected in our results across the school.